EDITED BY
Lotte Rienecker
Peter Stray Jørgensen
Jens Dolin
Gitte Holten Ingerslev
UNIVERSITY
TEACHING AND
LEARNING
University Teaching and Learning
CHAPTER 4.5.1.
Activities in and between
teaching sessions
University Teaching and Learning
Edited by
Lotte Rienecker,
Peter Stray Jørgensen,
Jens Dolin and
Gitte Holten Ingerslev
Samfundslitteratur
Lotte Rienecker, Peter Stray Jørgensen, Jens Dolin and Gitte Holten Ingerslev (eds.)
University Teaching and Learning
1. edition 2015
© Samfundslitteratur 2015
Original edition in Danish with the title Universitetspædagogik published by
Samfundslitteratur 2013.
The translation of this work was made possible by a grant from
Lundbeck Foundation
Translation: Elisabeth Li
Translation revised by: Nicolai Paulsen
Cover: Imperiet
Cover illustration: Gitte Holten Ingerslev
Typeset: SL grafik (slgrafik.dk)
Print: Specialtrykkeriet Viborg A/S
ISBN: 978-87-593-1960-4
E-book ISBN: 978-87-593-2252-9
E-chapter 4.5.1. ISBN 978-87-593-2301-4
Resources at: samfundslitteratur.dk/utl
Samfundslitteratur
Rosenørns Allé 9
DK-1970 Frederiksberg C
[email protected]
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No part of this publication may be reproduced or used in any form or by any means
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Table of Contents
Foreword to the English edition · 15
1.1 Trends in the development of the Danish universities · 17
FREDERIK VOETMANN CHRISTIANSEN, THOMAS HARBOE, SEBASTIAN HORST,
LONE KROGH AND LAURA LOUISE SARAUW
Humboldt and the research-based university · 17
From elite university to mass university · 20
New governance structures and management styles · 23
Learning outcome and competence-oriented university education · 33
Concluding remarks · 37
Resources · 38
Literature · 40
1.2 Research-based teaching · 43
NINA BONDERUP DOHN AND JENS DOLIN
Research-teaching nexus · 44
Different approaches to research-based teaching · 47
Different disciplines’ different approaches to research-based teaching · 51
Examples of research-based teaching · 54
Literature · 62
2.1 Teaching for learning · 65
JENS DOLIN
Explicit, implicit and behaviourist learning · 65
Three approaches to teaching · 68
Constructivism · 70
Situated learning, apprenticeship, practice communities · 78
Psychodynamic learning approaches · 82
Progression · 83
Is there a “best practice”? (Or: Can you base teaching on evidence?) · 85
Ideas and practice · 87
Literature · 91
2.2 University teaching and learning – models and concepts · 93
ANNE METTE MØRCKE AND CAMILLA ØSTERBERG RUMP
Instructions and options · 93
Models and principles of university teaching and learning · 94
Taxonomies · 100
Resources · 103
Literature · 104
2.3 Teaching environment · 105
SEBASTIAN HORST AND GITTE HOLTEN INGERSLEV
What can the teacher do to create a good teaching environment? · 106
Research-based starting points for planning teaching · 110
Research-based education requires integration with research facilities · 111
Resources · 112
Literature · 113
3.1 Who are the students? · 115
BJØRN FRIIS JOHANNSEN, LARS ULRIKSEN AND HENRIETTE TOLSTRUP
HOLMEGAARD
Challenges to teaching: Who are the students? · 118
Options · 124
Conclusion · 132
Resources · 132
Literature · 133
3.2 Course descriptions · 135
FREDERIK VOETMANN CHRISTIANSEN, SEBASTIAN HORST AND CAMILLA
ØSTERBERG RUMP
Course descriptions are part of the regulations · 135
What should a course description include? · 136
Goal descriptions and the Danish Qualifications Framework · 137
How do competences, skills and knowledge differ from one another? · 139
Conclusion · 146
Resources · 147
Literature · 147
3.3 Session planning · 149
PETER STRAY JØRGENSEN
The teacher’s challenges · 149
The teacher’s planning · 150
Handouts as learning tools · 159
Reasons · 161
Resources · 162
Literature · 162
3.4 Course planning · 165
PETER STRAY JØRGENSEN
Challenges · 165
The course planner’s options · 167
A course’s content · 167
The course’s framework · 169
Rationales · 172
Resources · 173
Literature · 174
3.5 Instructing written assignments · 175
PETER STRAY JØRGENSEN
Instructions, options · 175
Rationales · 177
Resources · 177
Literature · 177
4.1 Lecturing · 179
BETTINA DAHL AND RIE TROELSEN
Introduction · 179
Pedagogical challenges · 179
Considerations before a lecture · 181
Activities while you lecture · 184
Rationales · 186
The lecturer as a performer · 187
Resources · 188
Literature · 188